I focus, in this work, the identity demands present in curricular policies produced by epistemic ... more I focus, in this work, the identity demands present in curricular policies produced by epistemic communities for the Teaching of Sciences. Based on poststructural and post-foundational registration of identity, I seek to question the identities universalisms projected over teachers, students and social in the political texts analyzed, critically arguing about the fixity of the profiles produced and their explicit link to the question of quality in science education. I argue that the radical assumption of difference allows blocking the hypertrophy of controlling reason in science education, being able to disarticulate foundational identity principles marked by the desire of signifixation of subjects and school processes in anticipated and authorized versions of otherness. Keywords: Science Education. Identity. Curriculum Policies.
I focus, in this work, the identity demands present in curricular policies produced by epistemic ... more I focus, in this work, the identity demands present in curricular policies produced by epistemic communities for the Teaching of Sciences. Based on poststructural and post-foundational registration of identity, I seek to question the identities universalisms projected over teachers, students and social in the political texts analyzed, critically arguing about the fixity of the profiles produced and their explicit link to the question of quality in science education. I argue that the radical assumption of difference allows blocking the hypertrophy of controlling reason in science education, being able to disarticulate foundational identity principles marked by the desire of signifixation of subjects and school processes in anticipated and authorized versions of otherness. Keywords: Science Education. Identity. Curriculum Policies.
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Keywords: Science Education. Identity. Curriculum Policies.
Keywords: Science Education. Identity. Curriculum Policies.